Distributed Virtual System (DIVIRS) Project

As outlined in our continuation proposal 92-ISI-50R (revised) on contract NCC 2-539, we are (1) developing software, including a system manager and a job manager, that will manage available resources and that will enable programmers to program parallel applications in terms of a virtual configuration of processors, hiding the mapping to physical nodes; (2) developing communications routines that support the abstractions implemented in item one; (3) continuing the development of file and information systems based on the virtual system model; and (4) incorporating appropriate security measures to allow the mechanisms developed in items 1 through 3 to be used on an open network. The goal throughout our work is to provide a uniform model that can be applied to both parallel and distributed systems. We believe that multiprocessor systems should exist in the context of distributed systems, allowing them to be more easily shared by those that need them. Our work provides the mechanisms through which nodes on multiprocessors are allocated to jobs running within the distributed system and the mechanisms through which files needed by those jobs can be located and accessed

The Southeast Flank of the Anticlinorium

Guidebook for field trips in the Mount Katahdin Region, Maine: 58th annual meeting September 29, 30, October 1, 1966: Trip AS

The Anticlinorium Core, and the Silurian and Devonian Rocks on its Northwest Flank

Guidebook for field trips in the Mount Katahdin Region, Maine: 58th annual meeting September 29, 30, October 1, 1966: Trip A

The Core of the Weeksboro-Lunfcsoos Lake Anticline, and the Ordovician, Silurian, and Devonian Rocks on its Northwest Flank

Guidebook to the geology of Northeastern Maine and neighboring New Brunswick: The 72nd annual meeting of the New England Intercollegiate Geological Conference, Presque Isle, Maine, October 10-13, 1980: Trip B-

Missing in Action: Vocabulary Instruction in Pre‐K

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88009/1/RT.62.5.2.pd

Contextos da prática docente: (re)pensando o papel do contexto em intervenções com professores da educação infantil e novas abordagens para a leitura compartilhada

Although the randomized controlled trial has been regarded as the sine qua non in recent years, we argue that understanding contexts for teacher practice is a critical factor in the implementation of intervention, but has often been overlooked in educational research design. In this paper, we argue that randomized trials may not be ideal for educational contexts that are multi-faceted, complex and often part of other community-based initiatives. To make this argument, we describe a study from “the context out,” a different lens than is typical in education research. In doing so, we consider how varied contexts create both constraints and affordances for teachers to engage in an intervention. Examining how teachers engage with new curricular practices, we focus closely on five early childhood centers in high poverty neighborhoods, using mixed methods to understand both the influence of the intervention as well as the conditions that either supported or thwarted changes in practice. Our findings suggest that context plays a major role in educational practice, which has important implications for approaches to research in the future. Given this reality, we argue that an understanding of the context in which an intervention takes place must be considered in any calculation of “what works” in classrooms.Aunque los experimentos controlados aleatorios han sido considerados como condición sine qua non en los últimos años, argumentamos que la comprensión de los contextos de la práctica docente es un factor crítico en la implementación de intervenciones, pero a menudo se han pasado por alto en los diseños de investigación educativa. En este trabajo, argumentamos que los experimentos controlados aleatorios pueden no ser ideales para los contextos educativos que son de facetas múltiples, complejas y con frecuencia parte de otras iniciativas basadas en la comunidad. Para sustentar este argumento, describimos un estudio "fuera de contexto," un objetivo no típico en la investigación en educación. Tenemos en cuenta como contextos variados crean tanto restricciones como posibilidades para que docentes participen en una intervención. Examinamos cómo los docentes se comprometen con nuevas prácticas curriculares, focalizando particularmente en cinco centros para la primera infancia en barrios con altos niveles de pobreza, usando métodos mixtos para entender tanto la influencia de la intervención, así como las condiciones para favorecer o dificultar cambios en las prácticas. Nuestros hallazgos sugieren que el contexto juega un papel importante en la práctica educativa, lo que tiene importantes implicaciones para pensar investigaciones futuras. Dados nuestros resultados argumentamos que la comprensión del contexto en el que se lleva a cabo una intervención debe ser considerada en el cálculo de "lo que funciona" en las aulas.Apesar de experimentos controlados randomizados foram considerados como condição sine qua non, nos últimos anos, argumentamos que a compreensão dos contextos de prática de ensino é um fator crítico para a implementação de intervenções, mas têm sido muitas vezes negligenciado em projetos de investigação educacional. Neste artigo, argumentamos que os experimentos controlados randomizados podem não ser ideal para contextos educativos que são múltiplos, complexos e muitas vezes parte de outras iniciativas facetas de base comunitária. Para sustentar esse argumento, descrevemos um estudo "fora de contexto", um objetivo que não é típica na pesquisa em educação. Consideramos como variados contextos criar ambos os constrangimentos e oportunidades para os professores a participar de uma intervenção. Examinamos como os professores se envolver com novas práticas curriculares, com particular incidência em cinco centros para a primeira infância nos bairros com altos níveis de pobreza, uso de métodos mistos para entender tanto a influência da intervenção, bem como as condições para favorecer ou dificultar mudanças as praticas. Nossos resultados sugerem que o contexto desempenha um papel importante na prática educativa, que tem implicações importantes para o futuro pensamento pesquisa. Dadas nossas descobertas sustentamos que a compreensão do contexto em que é realizada uma intervenção deve ser considerado no cálculo do "o que funciona" em sala de aula

Bedrock Geology of the Shin Pond-Traveler Mountain Region

Essa

Two Beginning Kindergarten Teachers Planning for Integrated Literacy Instruction

This study reports the characteristics and strategies of 2 beginning kindergarten teachers\u27 planning for an integrated approach to literacy instruction. Using ethnographic observational and analytic techniques, we describe features and structures of integrated instruction as a planning \u27\u27problem.\u27\u27 The teachers\u27 problem-solving strategies under the conditions of this task are also examined. Results revealed the multiple and complex nature of integrated instruction as a planning problem. Based on domain and componential analyses, the task appeared to include at least 6 kinds of planning activity and to make multiple demands on the planners\u27 time, specificity of planning, level of pedagogical knowledge, and degree of work. Further analysis indicated a recurring pattern in the teachers\u27 organization of their activities, suggesting a 4-phase planning model. An examination of the teachers\u27 verbal accounts for indicators of mental processes used in their problem solving indicated strategies of the forward-search and problem-reduction type, with the former predominating. Features and structures of integrated instructional planning as a problem type are summarized from the teachers\u27 perspective as novices. We also discuss possible implications for teacher preparation and development and areas for further research